Designing Experiential into an International Business Programme

Journal of International …, 2011

Purpose -The purpose of this paper is to examine strengths and limitations of current experiential approaches for enhancing international business education, and propose a new, particularly cost-effective approach grounded in the travel and tourism industry and specific context of international cruises. Design/methodology/approach -This study combines an analysis of current literature with an examination of actual case experience. Findings -A particularly successful short-term experiential learning approach was used at a private university in southern California that is focused on the specific international business context of the international cruise industry within travel and tourism. The authors believe that this approach has significant merit to be included as a viable option for helping students develop important international business competencies required to compete in an increasingly global marketplace. With its specific focus on the international cruise industry and experiential travel agency operational design, this approach provides not only the opportunity to learn about general culture and business environments in the areas of travel, but also allows the practical application of many international and domestic business concepts and skills within a specific global industry context. Research limitations/implications -The present study is limited to a very few experiences and within the international cruise industry. Future applied research in international business education should provide more rigorous analyses for verifying intended student learning outcomes, as well as examine applications within other contexts within the growing field of international travel and tourism. Practical implications -The approach described here provides practical information for developing similar experiential coursework for enhancing international business education, and is particularly useful for smaller educational institutions that may lack the ability to offer and participate fully in more extensive options such as study abroad and international internships. Originality/value -The approach described in the paper provides a highly relevant context for international business experiential education that is economical for students and schools alike.

2014

It is increasingly clear that career aspirations of MBA students are changing. One shift is the type of firms they want to work with. Rather than large Fortune 500 companies, many MBA students now pursue roles with small and medium enterprises, and have entrepreneurial ambitions. Thus, there is a need to expose MBA students to a wide range of managerial and entrepreneurial options. Another major change is location. No longer do MBA students necessarily see their careers limited to a single city, a single country, or even a single continent. Instead, MBA students seek professional opportunities around the globe. At Central European University Business School, in Budapest, Hungary, such forces have led to an increase in learning activities outside of the classroom, and beyond the school’s home city. One significant example is a short-term faculty-led study abroad program in New York City that provides students with an immersive experience in the center of pacesetting management practi...

Frontiers the Interdisciplinary Journal of Study Abroad, 2004

International Business Review, 2004

Belief that the individual growth that results from studying abroad benefits the students as individuals, and those that subsequently employ them, has justified the growth of study abroad programmes in the 20th century. This is not new; it was held in ancient civilizations and in the medieval European church, spawning our modern university tradition. For young Americans, the focus of this volume, it was a proposition accepted among the 19th century upper classes, as James (1881) illustrated in fiction. It is now reflected in study abroad programmes that are made available for business and other students in many US universities. A desire to learn from and to share best practice in international business education has fostered the creation of 'CIBERs' (Centres for International Business Education and Research) in Universities throughout the United States, and 'roundtable' discussions. The third of these roundtables was a three-day event, hosted by the Michigan State University in September 2001, and attended by more than 60 faculty and administrators from business and other disciplines, that discussed 'study abroad programs in business schools'. From this event, a Network of Study Abroad Administrators in Business Schools has been established. Another outcome of this event was the volume 'Study Abroad-Perspectives and Experiences from Business Schools', which presents 14 testaments from different universities concerning aspects of their study abroad programmes, in which experience is shared. The titles of the chapters display a diversity of concerns. There are three chapters each on student recruitment and preparation, and on administration and organization issues. There are two chapters each on programme assessment, language issues, and inter-organizational relationships. The concluding contribution, the only one from outside the United States, compares practice and experience in the United States and Germany. These chapters are personal reflections from practice. All describe and give intellectual reflection on experience at particular institutions or of particular programmes and some also give survey data. The volume should be seen and valued in that light, not as a research volume from a matured domain of international research. Overall, the book addresses the main issues that managers of study abroad programmes face, and the diversity of purpose, focus, and practice that exist in them. Anyone charged

Journal of College Teaching & Learning (TLC), 2011

With a greater focus on internationalization, today’s business students are encouraged to participate in study abroad programs. For smaller, regional business programs seeking a quality study abroad program, faculty and administrators may view “piggybacking” onto existing programs of larger universities as their only viable option. However, piggyback participation in external programs may require that a university forsake its own standards and objectives, and accept the objectives of other study abroad programs. Building on the experiences of one university’s study abroad program for MBAs, the idea that piggybacking onto other schools is the only means of creating a high quality international experience for students is rejected.

2010

Colleges and universities around the world are valuing the goal of becoming more globally engaged and continuing to encourage their students to study abroad. What is the value behind those international experiences? Studies have shown that students who study abroad not only have higher grade point averages (G.P.A.s) but also develop the necessary skills to function in our interconnected world. According to Abrams (1960), "goals of higher education include intellectual and professional development, general education, personal growth, and the furtherance of the international understanding."

Global Business Languages, 2009

2011

Frontiers: The interdisciplinary journal of study abroad, 2013

Study abroad opportunities continue to be a popular choice for U.S. college students looking to expand their undergraduate education. According to the recent figures released by the Open Doors Report on International Educational Exchange, approximately 273,996 U.S. students studied abroad for credit during the 2010-2011 academic year (Institute of International Education, 2012). Many of these students also opted to participate in work and/ or internship experiences. The Institute of International Education reported an increase of 7% in the number of students participating in practical work experiences included in their study abroad experience. Over 20,000 students received academic credit at U.S. colleges and universities for internships or work abroad. Despite a modest decline in the number of students studying abroad in recent years, campuses indicate that the number of students participating in study abroad is beginning to rebound, perhaps due to renewed student interest in global current events and the emphasis placed on gaining global and intercultural communication skills. Students may also be encouraged to study abroad because both employers and institutions increasingly expect students to possess strong global competencies (Hunter, White, & Godbey, 2006; Tarrant, 2010). Many academic institutions include "global citizenship" as a specific learning outcome or student development competency for undergraduate students. Colleges and universities around the United States have made global